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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Celt: A Journal of Culture, English Language Teaching & Literature Ethical Lingua: Journal of Language Teaching and Literature Conscientia
Hesthi Herusatoto
Sekolah Tinggi Bahasa Asing LIA Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media

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THE COVID-19 PANDEMIC: ITS IMPACTS ON STUDENTS’ DIGITAL CAPABILITIES Rini, Sri Endah Setia; Herusatoto, Hesthi; Hapsari, Hilaria Dewi
Conscientia - Journal on Language, Literature, and Culture Vol. 19 No. 2 (2023): Conscientia Vol 19 No 2 2023
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v19i2.77

Abstract

The Covid-19 Pandemic has affected human life in various aspects. Study and work in the year of 2020 to 2021 had to be done fully online. This condition has pushed people to improve their digital skills so that they could continue working, learning, and communicating efficiently and effectively in any situation. Digital capability should indeed be developed because it has become a requirement for any endeavor in the future. Students have been among those whose digital skills must be upgraded. The pandemic has forced them to increase their digital capabilities. This research was conducted to determine digital literacy of STBA LIA Yogyakarta students pre- and post-the Covid-19 pandemic. Ninety (90) students filled out a survey concerning their digital skills before and after the pandemic. This quantitative descriptive research was to see the increase in the 5 elements of student digital capabilities as proposed by JISC. The findings showed that students' abilities in the five elements have improved quite a lot. The number of students with ‘good; and ‘very good’ abilities increased and the number of students with ‘weak’ and ‘very weak’ abilities decreased. Students with ‘good’ and ‘very good’ abilities after the pandemic were evenly distributed across four elements. A slight increase was indicated in the digital creation, problem solving and innovation abilities, albeit still in the ‘average’ category both before and after the pandemic.
ENGLISH BEYOND THE CLASSROOM WALL AMONG INDONESIAN COLLEGE STUDENTS OF ENGLISH Darwanto, Agus; Rini, Sri Endah Setia; Herusatoto, Hesthi
Conscientia - Journal on Language, Literature, and Culture Vol. 19 No. 1 (2023): Conscientia Vol 19.1 June 2023
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v19i1.93

Abstract

This research was to find out patterns of speaking English activities among Indonesian learners of English. This is to find out their lacks, needs, and wants regarding out-of-class English activities to improve their speaking English proficiency when in an EFL (English as a Foreign Language) context like Indonesia. As many as 107 respondents of college students of English of 4 universities in Indonesia participated in this research by responding to closed and open items provided in questionnaires. After a deep descriptive qualitative analysis, results show that most respondents perceived that they lacks peaking skills amongst other English skills. They lack chances to speak the language. They wanted to have ample extramural activities to practice speaking English. They needed to be “forced” to venture to speak English when outside classroom. In conclusion, there is a discrepancy (lacks) between the ideal proficiency that they perceived and the current level of speaking skills. They need to be provided with learning policies to provide them with chances events or venues to practice speaking English. Extramural speaking activities need to be explored and then written into a school policy so that students will not only speak English when in class but also when outside classes. Participatory-yet-mandatory extramural English activities need to be promoted.
EFL STUDENTS’ EXPERIENCE WITH AI TOOLS USED IN THEIR EFL LEARNING Herusatoto, Hesthi; Rini, Sri Endah Setia
Conscientia - Journal on Language, Literature, and Culture Vol. 20 No. 2 (2024): Conscientia Vol. 20 No. 2 2024
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v20i2.95

Abstract

This research investigated English as a Foreign Language (EFL) students’ familiarity with AI tools, the frequency of use, the purpose of use, and the perceived benefits of the tools in EFL learning. Undergraduate and Diploma 3 students batch 2020-2023 of a private English language college in Yogyakarta, Indonesia were asked to respond to a questionnaire surveying AI tools they are using in their EFL learning and the applications. Among the 34 AI tools mentioned in the questionnaire, Google Translate, Chat GPT, Grammarly, Canva, Quizziz, and Voice Generator were the most frequently used by the majority of the respondents. The respondents reported using AI tools in their EFL learning sometimes rather than always. Most of them sometimes used the tools for brainstorming, writing support, personalized and immediate English learning support, searching research references, analysis support, multi-media support, and audio support. The majority, however, reported never using the tools for audio multi-media support. Overall, a significant number respondents reported that AI Tools is beneficial because it helps them learn English, enhance their depth of thinking and understanding, and improve their grammar. As for generations, generation Z generally used AI tools to generate ideas, writing support, analysis support, and visual multi-media support. The Millennial often used AI for personalized and immediate English learning, searching research references, and audio multi-media support. In addition, the respondents greatly benefited from AI as AI helped improve their English skills, depth of thinking and understanding, and grammatical skills.
INDONESIAN EFL COLLEGE STUDENTS’ ANXIETY IN ENGLISH ORAL PRESENTATIONS: FACTORS OF ANXIETY AND STRATEGIES TO COPE WITH ANXIETY Herusatoto, Hesthi; Nurtia, Siti
Conscientia - Journal on Language, Literature, and Culture Vol. 21 No. 1 (2025): Conscientia Vol 21 No 1 2025
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v21i1.103

Abstract

This descriptive qualitative research examined the anxiety of students majoring in English literature when giving an oral presentation in English. The fifth and seventh semester students were the subjects of research. Observations, interviews, and questionnaires were used to identify factors causing anxiety among the students in their oral presentations in class and to study their strategies to overcome anxiety. The results reveal that fear of making mistakes, shyness, lack of self-confidence, lack of motivation, embarrassment, limited vocabulary, grammatical errors, peer influence, lack of preparation, teacher's presence, and lack of experience were factors contributing to the students' anxiety. Anxiety was also influenced by the attitude of the class teacher, which can either boost students' confidence or reinforce their worry. To overcome their anxiety, the EFL students applied memory, cognitive, compensation, metacognitive, affective, and social strategies. Many students, particularly those who practiced, reflected on themselves, or asked for criticism, developed progressive confidence.
LONGER EFL VOCABULARY RETENTION: LEARNING IN CONTEXT OR IN ISOLATION? Herusatoto, Hesthi
LiNGUA: Jurnal Ilmu Bahasa dan Sastra Vol 6, No 2 (2011): LiNGUA
Publisher : Laboratorium Informasi & Publikasi Fakultas Humaniora UIN Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/ling.v6i2.1460

Abstract

This research aims to examine the effectiveness of two different vocabulary learning strategies on vocabulary retention. The first is learning words in isolation in which learners learn new words and their meanings presented in the form of word lists; and the second is learning words from context in which learners use clues in sentences in texts to generate meanings for the target words. In the instruction sessions, a group of senior high school students learning vocabulary in isolation was presented with a number of words in English and their meanings. Their task was to say and repeat the words and their meanings several times as they attempted to learn the new words and their meanings. The group of students learning words from context was presented with some texts containing the target words and was asked to find out the meanings of the target words by using clues in the texts. Recall tests were administered twice, a week and two weeks after the instruction sessions. For word retention, results of the recall tests revealed that learning words in isolation appeared to be more effective than learning words from context. Students learning words in isolation retained the target words and the meanings better than those in the other group.Keywords: Word Lists, Context, Vocabulary, Retention
UNDERSTANDING VARIOUS RESEARCH TOOLS TO INVESTIGATE PRONUNCIATION ERRORS OBSERVED AMONG INDONESIAN EFL LEARNERS: SOME THEORETICAL NOTES TO ATTEND Darwanto, Agus; Herusatoto, Hesthi
Conscientia - Journal on Language, Literature, and Culture Vol. 20 No. 1 (2024): Conscientia Vol 20 No 1 2024
Publisher : Sekolah Tinggi Bahasa Asing LIA Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58364/conscientia.v20i1.92

Abstract

This article is about the main theoretical framework adopted in the analysis of, especially, pronunciation errors. Such theories as Contrastive Analysis Hypothesis, Error Analysis, Language Universals, and Markedness Differential Hypothesis, all of which are interlingual suggest that interlingual differences as well as similarities create pronunciation problems. In this work, several types of errors as postulated by many scholars are presented to intricate with the theories being discussed. Note that first, according to the scholars, not all points of difference between the linguistic structures of L 1 (first language) and L2 (second language) create the same extent of errors. Divergent contrasts (dissimilarities) seem to be more readily acquired than convergent contrasts (similarities). Contrastive analyses are of two versions, strong and weak. Second, in general, cross-linguistic differences, regardless of the error type, should not necessarily hinder learning as long as enough explicit instruction and sufficient exposure to target-like pronunciation are provided.
Co-Authors Agus Darwanto Ahmad Rizal Avisina Ayu Natalia Wulandari Bambang Agus Darwanto Fifi Ayu Ratnaningrum Hakim, Nisa Halisa Hapsari, Hilaria Dewi Ittaqullah Krisdiyanta, Nugraha Nurtia, Siti Pratomo Widodo Sri Endah Setia Rini Sri Endah Setiarini